TITLE: Changes and Choices
GRADE LEVEL: Middle school (6th grade)
SUBJECT AREA: English Language Arts
CONCEPT/SKILL: Identification of changes/choices and decision-making skills
TARGET AUDIENCE: Whole class
TIME FRAME: 50 minutes (1st period)
PREPARING TO TEACH:
GOALS:
CC.6.W.10 Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CC.6.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CC.K-12.SL.4 Presentation of Knowledge and Ideas: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
OBJECTIVE:
Students will be able to identify choices and changes of middle aged students and learn decision-making skills
The students will be in their individual seats, facing the board. Teacher introduces the unit by presenting the bulletin board which features the unit title and theme’s Big Questions:
What kinds of changes do people experience?
What challenges result from these changes?
What choices do people make when faced with challenges?
What qualities help people face change successfully?
Next, the teacher leads a class discussion of changes middle-aged students may face. The teacher lists on the board the changes the students come up with. Once all ideas are exhausted, the class decides on the 6 changes that relate most to their age group.
PURPOSE:
Introducing the students to the unit is a great chance for them to begin thinking about the theme. By reading each Big Question, they will start looking for these answers immediately. The students will be able to relate each of the assignments in the unit to the overlaying theme. Also, students need to be able to recognize the many and wide ranged choices they will be making during adolescence. The decision-making skills they learn will assist them in making positive choices during the difficult years of adolescence.
INSTRUCTION:
Teacher puts the students into 6 evenly distributed groups. Groups should feature students of varying talents, temperaments, and ability levels.
The teacher assigns each group one of the 6 changes the class decided upon. Students write down their respective changes. Examples of possible changes:
Parents give birth to a new sibling
Moving to a new neighborhood
Your best friend hurts you
Group of friends begin drinking/smoking
Your parents ground you for 2 weeks
You and your sibling get into a fight
Teacher asks the students to list 3 problems/challenges that may result from the change as group. Teacher models it first with the example above “Parents give birth to a new sibling”
Parents ask you to babysit on Friday nights
Parents give more attention/love to the baby
Dad doesn’t have time to play outside with you anymore
Students are given the Decision Making Map. Teacher explains each step and how students should use it in real life.
Teacher models the Decision Making Map using the problem “Parents ask you to babysit on Friday nights”. Time is allowed for the students to complete the task.
Students follow the Decision Making Map, recording their options and outcomes using their respective problems/challenges.
When all are finished, each group must present their work in front of the class – the change, problems/challenges, and each step of the Decision Making Map.
MODELING:
Teacher will present and review the Big Questions on the bulletin board.
Teacher will list all the changes the class brainstorms on the board.
Teacher can assist groups struggling to come up with problems/challenges by discussing the change from different perspectives.
Teacher will model listing 3 problems/challenges.
Teacher will model the Decision Making Map using a different example.
Teacher will model what the students are to present in front of the class.
CHECKING FOR UNDERSTANDING:
The teacher will walk around the room as the students brainstorm to make sure they understand what is being asked.
What types of changes might you face in your life?
What types of changes do students your age face?
What problems/challenges could come from this change?
What action could you take to help solve this problem/challenge?
What are the positive outcomes of that option?
What are the negative outcomes of that option?
GUIDED PRACTICE:
Teacher puts the students into 6 evenly distributed groups. Groups should feature students of varying talents, temperaments, and ability levels.
The teacher assigns each group one of the 6 changes the class decided upon. Students write down their respective changes. Examples of possible changes:
Parents give birth to a new sibling
Moving to a new neighborhood
Your best friend hurts you
Group of friends begin drinking/smoking
Your parents ground you for 2 weeks
You and your sibling get into a fight
Teacher asks the students to list 3 problems/challenges that may result from the change as group. Teacher models it first with the example above “Parents give birth to a new sibling”
Parents ask you to babysit on Friday nights
Parents give more attention/love to the baby
Dad doesn’t have time to play outside with you anymore
Students are given the Decision Making Map. Teacher explains each step and how students should use it in real life.
Teacher models the Decision Making Map using the problem “Parents ask you to babysit on Friday nights”. Time is allowed for the students to complete the task.
Students follow the Decision Making Map, recording their options and outcomes using their respective problems/challenges.
When all are finished, each group must present their work in front of the class – the change, problems/challenges, and each step of the Decision Making Map.
INDEPENDENT PRACTICE:
Students are to journal about a situation in their own lives when they have experienced change. They must discuss how the change occurred and how it made them feel.
Next, they are to list as many problems/challenges that came out of this change. Which problem/challenge affected them the most?
Discuss what actions they took to deal with this problem/challenge.
Looking back, was this the best choice? Is there something different you could have done? What are the positive and negative outcomes of this new decision?
Students are to use as much detail as they feel comfortable with.
Students are to read Growing Up by Gary Soto for homework. The short story will be discussed the following class period.
CONCLUSION:
“Excellent job class! I hope you are as excited for the Changes and Choices unit as I am. I think you will all learn a lot from these next couple weeks and really enjoy the material. You all seem to have a great understanding of the Decision Making Map already. That is a great tool for you to use in everyday life. If you feel comfortable sharing your personal experience journal with me, please hand it in before you leave. For tomorrow, I would like you all to read the short story Growing Up, by Gary Soto. We will discuss this tale and more adolescent changes tomorrow.”
EVALUATION:
STUDENT EVALUATION:
Students will be asked to discuss the decision-making skills in a personal journal. Journal will be collected if student feels comfortable sharing.
Groups change, problems, options and outcomes will be collected following the group presentation.
Students understanding of the assigned readings will be checked the following class day.
TEACHER EVALUATION:
Am I moving too fast? Too slow?
Do the students fully understand decision-making skills?
Do students understand the importance of listing choices?
Do students understand the variety of changes they may face as adolescents?
GRADE LEVEL: Middle school (6th grade)
SUBJECT AREA: English Language Arts
CONCEPT/SKILL: Identification of changes/choices and decision-making skills
TARGET AUDIENCE: Whole class
TIME FRAME: 50 minutes (1st period)